Fairy tale as a bibliotherapeutic agent in kindergarten

Biblioterapija je raba bralnega gradiva v terapevtske namene. Spodbuja sočutje in socialni razvoj ter krepi pozitiven odnos do branja. Ker med branjem pozabimo nase in realnost okrog nas, se začasno spremenimo v nekoga drugega. Pri tem odkrijemo tudi skrite plasti osebnosti, s čimer postane literatura možno terapevtsko sredstvo. Še posebej otroci imajo pogosto težave s prepoznavanje in izražanjem svojih čustev, zato jim lahko pomagamo z uporabo pravljic. Z identifikacijo z junaki, s katarzo in z uvidom lažje sprostijo svoja čustva in izrazijo težave. Med celotnim procesom biblioterapije je zelo pomembna vzgojiteljeva vloga, saj moramo identificirati otrokovo težavo, poiskati ustrezno in kakovostno pravljico ter z izbrano izvesti biblioterapijo. Dobra pravljica otroku predstavi možnosti pri soočanju s težavami, nove rešitve in načine za boljše spopadanje s težavami. V diplomskem delu sem želela raziskati, kako pravljico ustrezno uporabiti kot biblioterapevtsko sredstvo v vrtcu in oblikovati seznam pravljic za reševanje različnih težav. V teoretičnem delu sem predstavila biblioterapijo in njen proces. Podrobneje sem opisala smernice za izvajanje biblioterapije pri otrocih. Opisala sem tudi funkcije pravljice, predvsem njeno terapevtsko vrednost. V zadnjem poglavju sem predstavila klasifikacijo pravljic glede na obravnavano težavo (smrt, težave v družine, strah, sprejemanje drugačnosti, prijateljstvo, težave s hrano). To sem uporabila tudi v empiričnem delu diplomskega dela, kjer sem oblikovala seznam pravljic, ki jih lahko uporabimo kot biblioterapevtsko sredstvo pri reševanju določene težave.Bibliotherapy is the use of reading material for therapeutic purposes. It encourages empathy and social development as well as strengthens a positive attitude towards reading. While we read, we forget about ourselves and the reality surrounding us, and we are temporarily transformed into a different person. This helps us discover hidden layers of personality, which makes literature a possible therapeutic agent. It is especially hard for children to sometimes recognize and express their feelings, but we can help them with fairy tales. With the help of identifying with the heroes, catharsis and insights, they find it easier to express their feelings and communicate their problems. During the whole process of bibliotherapy, kindergarten teacher role is very important, because we have to identify a child’s problem, find an appropriate and well-written fairy tale, and perform bibliotherapy. A good fairy tale offers children new possibilities for facing their problems, new solutions and ways of confronting their problems more successfully. In this diploma thesis, I wanted to research how to use an appropriate fairy tale as a bibliotherapeutic agent in kindergarten and devise a list of fairy tales for solving different problems. In the theoretical part, I introduce bibliotherapy and its process. I describe in detail the guidelines for performing bibliotherapy in children. I also specify the functions of a fairy tale, especially its therapeutic value. In the last chapter, I present the classification of fairy tales by their discussed problem (death, family troubles, fear, accepting differences, friendship, problems with food). This classification was also used in the empirical part of the diploma thesis, in which I devise a list of fairy tales that can be used as a bibliotherapeutic agent for solving a certain problem